How digital tools are supporting schools

As schools work towards the government’s digital standards, new research reveals how technology is being used in classrooms and across school operations to support teaching, inclusion, pastoral care and staff workload – alongside the challenges that remain

Digital technology is playing an increasingly central role in how schools operate, teach and support their pupils. When used effectively, technology has the potential to reduce staff workload, increase inclusivity and equip young people with the digital skills they need to thrive in a modern economy. 
   
Recognising this, the Department for Education (DfE) wants every school to have access to reliable, safe and effective technology that supports both learning and organisational efficiency. As part of this vision, the DfE has set an ambition for all schools to meet six core digital and technology standards by 2030.

To better understand how technology is currently being used in schools, and how it can support cost savings, workload efficiencies and improved pupil outcomes, the DfE commissioned IFF Research to carry out its Technology in Schools survey.  Running annually since 2022, the survey provides valuable insight into how schools across England are embedding digital tools in everyday practice. The latest findings from 2024–25 suggest that technology use remains widespread and is evolving, particularly in areas such as inclusion and pastoral care.

Technology in the classroom

Classroom technology continues to be a familiar feature of teaching and learning. Interactive whiteboards, laptops and desktop computers remain the most commonly used tools, with nearly nine in ten teachers using whiteboards to some extent and more than four in five making use of laptops. While tablets are more readily available in primary schools, their use in lessons has dipped slightly since 2023, suggesting that availability does not always translate into regular classroom use.

One of the most significant shifts highlighted in the survey is the rapid growth in the use of assistive technology. Among primary teachers, reported use of these tools has almost doubled, rising from 34 per cent to 60 per cent in just a year. Secondary schools have seen a similar increase, with use rising from 40 per cent to 59 per cent. This trend reflects a growing focus on inclusion and personalised support, as schools look to technology to help meet a wider range of pupil needs.

Despite the widespread presence of devices in schools, most pupils are still using them in only a small proportion of lessons. Nearly four in five primary teachers and more than two thirds of secondary teachers said that devices were used in fewer than a quarter of lessons, a figure largely unchanged from the previous year. At the same time, fewer schools are allowing pupils to take portable devices home. In secondary schools, just over seven in ten IT leads said at least some pupils could take devices home, while this figure fell to 15 per cent in primary schools. Both represent a decline compared with 2023 and may reflect concerns around cost, safeguarding and device management.

The running of a school

Beyond the classroom, digital tools remain deeply embedded in the day-to-day running of schools. Almost all schools use technology to support data management, parental communication, governance and financial administration. While use is slightly lower in areas such as estate management and flexible working, digital systems are still widely relied upon to keep schools functioning efficiently.

Patterns of classroom use also differ between phases. Primary teachers continue to use technology more frequently for phonics teaching, while secondary teachers are more likely to use digital tools to support feedback and metacognition. Across both phases, there has been notable growth in the use of technology for pastoral purposes. Teachers are increasingly relying on digital systems for safeguarding, tracking pastoral support, liaising with external agencies and providing guidance to pupils, with some of the largest increases seen in primary schools.

However, the survey also highlights persistent challenges that limit further uptake. Cost remains the most significant barrier, with almost all school leaders citing budgetary constraints and the high cost of technology as obstacles. Other commonly reported challenges include limited access to technology within schools, difficulties accessing high-quality training, and gaps in staff skills and confidence. Issues such as connectivity, procurement guidance and uncertainty about the benefits of technology were mentioned less frequently, but still affected around two fifths of leaders.

Engaging staff

Encouragingly, schools appear to be making progress in how they engage staff in decisions around education technology. Compared with 2023, more teachers feel that their school or trust clearly communicates its digital strategy. Nearly half of primary teachers and two in five secondary teachers reported greater clarity in this area, a significant increase on the previous year. The vast majority of teachers also said their school had a policy to guide decisions about classroom technology use, with many feeling they had the flexibility to make their own choices within that framework.

When it comes to workload, perceptions are mixed but generally positive. A majority of school leaders believe technology has helped to reduce staff workload compared with the start of the 2021/22 academic year. Teachers are more divided, but more than four in ten reported that technology had reduced their workload, while a similar proportion felt it had made little difference. A smaller group said that technology had increased workload, highlighting the importance of thoughtful implementation and adequate training.

Taken together, the findings suggest that while digital tools are now firmly embedded in schools, there is still significant potential for further impact. As schools work towards meeting the DfE’s digital standards by 2030, continued investment, staff engagement and targeted support will be essential to ensure technology delivers meaningful benefits for both pupils and staff.